School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 5

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 3.0 Comprehension of Literary Text

Indicator 7. Identify and describe the author's use of language

Objective c. Identify and explain words and phrases that create tone

Seed

To introduce students to language choices that create tone, the teacher can begin with a short poem like "Women" by Alice Walker. Prior to reading the poem aloud, the teacher should inform students that the tone is a positive one. Students will be instructed to listen for positive words and phrases about the subject. Once the oral reading is complete, the teacher and students should list words and phrases that indicate tone. After evaluating the identified words and phrases, the students should suggest the specific tone created by those words and phrases. Next, the same process can be repeated but this time with a poem where the words are denser like "Base Stealer" by Robert Francis.

Seed

The teacher should place a single tone word on a piece of poster paper. Each paper should display a different tone word, and each paper should be placed in a different place within the classroom. Students should be placed in small groups, and each group should be given a folder containing a variety of short portions of literary works that have distinctive tones. The contents of the folders may vary among each of the groups. As members of the groups read the texts, they should determine the tone of each by citing words, phrases, and punctuation that establish tone. After decisions have been reached on the tone of each text, students should attach them to the poster paper which displays the word that describes the tone of that text. After all texts have been placed, the teacher and students should review each one to determine its correctness.

Seed

The teacher will share with students a small portion of literary text where the tone has been identified and elements within the text that establish tone have been underlined. During discussion of the text, the teacher will emphasize that tone is the author's attitude toward his/her subject, the tone of the literary piece under discussion, and the words and phrases in the text that support that the identified tone is correct. Next, students will be given another portion of literary text where specific words and phrases that establish tone have been underlined. Through discussion students will identify the tone of the text. Following that, students will be given another short literary text where the tone has been identified. Now students will underline the words and phrases that support that tone and share their findings with the class. Ultimately, the teacher should provide the students with a short literary text where they will establish the tone and identify the words and phrases that create that tone.

Seed

The teacher will provide students with a short literary text that has an easily identifiable tone. After reading the text, the teacher will tell students the tone of the text. Small groups of students will be given a limited number of clip-style clothespins with the identified tone written on each clothespin. Students will be instructed to find words or punctuation in the text that support the identified tone and mark them with the clip-style clothespin. Each group will share the words and punctuation they thought supported the tone of the text and will justify its use.

/toolkit/vsc/lessons/reading/grade5/3A7c.xml
Resources for Objective 3.A.7.c:
Clarifications | LESSON SEEDS | Sample Assessments |